Science Pacing Guide
Time Frame: September – October Sixth Grade
Unit 1: Structure and Properties of Matter
Science & Engineering Practices / Crosscutting Concepts / Literacy Standards / Mathematics StandardsDeveloping and Using Models
Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.
- Develop a model to predict and/or describe phenomena. (MS-PS1-1),(MS-PS1-4)
Obtaining, evaluating, and communicating information in 6–8 builds on K–5 and progresses to evaluating the merit and validity of ideas and methods.
- Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or now supported by evidence. (MS-PS1-3)
Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-PS1-4)
Scale, Proportion, and Quantity
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-PS1-1)
Structure and Function
Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. (MS-PS1-3)
Engineering,Technology,and Applications of Science
Interdependence of Science, Engineering, and Technology
Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. (MS-PS1-3)
Influence of Science, Engineering and Technology on Society and the Natural World
The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-PS1-3)
Patterns
Macroscopic patterns are related to the nature of microscopic and atomic-level structure. (MS-PS1-2) / RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.(MS-PS1-3)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-1),(MS-PS1-4)
WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-PS1-3) / MP.2 Reason abstractly and quantitatively. (MS-PS1-1)
MP.4 Model with mathematics. (MS-PS1-1)
6. RP.A.3Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-1)
6.NS.C.5Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-PS1-4)
8. EE.A.3Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. (MS-PS1-1)
Next Generation Science Standards / Disciplinary Core Ideas / Essential Questions / Assessments / Vocabulary / Resources
Students who demonstrate understanding can:
MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.][Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.]
MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.[Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.][Assessment Boundary: Assessment is limited to qualitative information.]
MS-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.[Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] / PS1.A: Structure and Properties of Matter
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1)
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-2.)
Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4)
In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4)
Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1)
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) / MS-PS1-1
How are atoms and molecules related?
MS-PS1-1
How can particles combine to produce a substance with different properties?
MS-PS1-1
How do physical and chemical properties relate to the structure of matter?
MS-PS1-3 What are the benefits of synthetic materials to society?
MS-PS1-4
How does thermal energy affect particles? / Before:
Pretest-(Must be the same as the final unit test)
KWL-explain what you know about states of matter
Brainstorm examples of states of matter-students work in small groups to create a list of examples for the various states of matter
During:
KWL-add to the “before” chart with new information
Drawings-students create both simple and complex models of atoms
Graphic Organizers-Venn Diagram comparing properties of three states of matter
Posters-create a poster based on one element from the periodic table; students can present to class
Research & Writing: students can research materials made from natural resources and their uses; they will explain how these materials change chemically to be used in society; examples of uses will need to be provided
Drawing-create a drawing to show the arrangement and movement of particles in all three states of matter (dots and arrows can be used to show particles and movement of particles)
Demonstration-students will create a presentation (rap, song, poem, act-out, etc.) in small, cooperative groups to demonstrate the differences in the three states of matter, show particle arrangement, and show how particles move
Comic Strip-students will create a comic strip demonstrating how the three states of matter go through each phase (particle movement, arrangement, and change must be included in the comic strip)
After:
KWL-add information to previous KWL
Model-students will create a complex model of an atom using balls and sticks
Writing Assignment-students will explain providing evidence and examples of how each state of matter changes to another type
Unit Test-(Posttest must be the same as the pretest) / Atom
Atomic number
Atomic mass
Boiling point
Chemical properties
Color
Condensation
Conductivity
Density
Ductility
Flammability
Freezing
Gas
Halogens
Kinetic energy
Liquid
Malleability
Matter
Melting
Melting point
Metalloids
Molecule
Nonmetals
Odor
Periodic table of elements
Phase change
Physical properties
Product
Reactant
Reactivity
Solid
Solubility
Sublimation
Substance
Synthetic material
Thermal energy
Transition / Interactive Sites for Education
Use this site for interactive/visual examples of physical and chemical changes.
Scholastic Study Jams (videos) can be used to introduce or review material. Search for topics under “matter.”
Glenco: Solubility
You can use this site to give students a visual representation of solubility.
Vital Lab
Students can use this website to identify changes as physical or chemical. It will give them immediate feedback then give an explanation.
Information on atoms and their parts.
Balloon vacuum, which measures the movement of heat from warmer to cooler objects
Teaches bonding basics of atoms and simply shows how bonds are made.
Science Pacing Guide
Time Frame: October – November Sixth Grade
Unit 2: Matter and Energy in Organisms and Ecosystems
Science & Engineering Practices / Crosscutting Concepts / Literacy Standards / Mathematics StandardsDeveloping and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.
- Develop a model to describe phenomena. (MS-LS2-3)
Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
- Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)
Interdependent Relationships
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. (MS-LS2-2)
Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).
- Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-LS2-5)
Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-LS2-1)
Energy and Matter
The transfer of energy can be tracked as energy flows through a natural system. (MS-LS2-3)
Connections to Nature of Science
Scientific Knowledge Assumes an Order and Consistency in Natural Systems
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (MS-LS2-3)
Interdependent Relationships
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering, and Technology on Society and the Natural World
The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-LS2-5) / RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. ,(MS-LS1-6),(MS-LS2-1),(MS-LS2-4)
RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-6)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS2-1)
RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (MS-LS2-4)
WHST.6-8.1 Write arguments focused on discipline content. (MS-LS2-4)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-L S1-6)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-6)
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-7),(MS-LS2-3)
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-2)
RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-LS2-5)
RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (MS-LS2-5)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS2-2)
WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-2)
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2)
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS2-2) / 6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-6),(MS-LS2-3)
MP.4 Model with mathematics. (MS-LS2-5)
6. RP.A.3Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5)
6. SP.B.5Summarize numerical data sets in relation to their context. (MS-LS2-2)
Next Generation Science Standards / Disciplinary Core Ideas / Essential Questions / Assessments / Vocabulary / Resources
Students who demonstrate understanding can:
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.[Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]
MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.[Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.] / LS2.A: Interdependent Relationships in Ecosystems
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)
In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)
Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)
LS2.B: Cycle of Matter and Energy Transfer in Ecosystems
Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3) / MS-LS2-1
How do abiotic and biotic factors affect population growth?
MS-LS2-1
How is population size affected by limited resources?
MS-LS2-1
How do organismsinteract with each other?
MS-LS2-3
How is energy transferred within the ecosystem?
MS-LS2-3
What role do organisms play in their ecosystem? / Before:
Pretest (Must be the same as the final unit test)
During:
Venn Diagram-compare and contrast biotic and abiotic factors in an ecosystem
While sitting in the schoolyard, students sketch all that they see in the surrounding area in a map format (to scale). After making the map drawing of the schoolyard, students create two lists, one listing the biotic things they saw or drew and another listing the abiotic things they observed such as the sun, wind, clouds, temperature, soil.
Debate-students will take a stand on the issue of overpopulation of deer (i.e. hunt to reduce population, find new homes for excess deer, leave population alone and let nature take its course): they must include points about resources and effects on deer and surrounding organisms in the ecosystem populations
Diagram-create a food chain to demonstrate the flow of energy in an ecosystem; create a food web given a specific area (i.e. rain forest, arctic, swamp, etc.)
Quick Write-provide an example of a decomposer in an ecosystem and explain the role a decomposer plays in an ecosystem
Data Table-students will complete a data table comparing and contrasting the relationships among organisms (symbiosis, mutualism, parasitism, competition, predation, commensalism)-examples of each relationship must also be provided
In groups of 2 or 3, students will describe the relationship between two organisms that interact with each other through a writing piece or a drawing.
Illustration-students will create a diagram of the energy pyramid showing the different roles organisms play in an ecosystem and to show the flow of energy in an ecosystem
After:
Unit Test(Post-test has to be the same as the pretest) / Abiotic
Bacteria
Biotic
Commensalism
Competition
Consumer
Decomposer
Ecosystem
Energy pyramid
Food chain
Food web
Fungi
Interaction
Mutualism
Organism
Parasitic
Photosynthesis
Population
Predator
Prey
Primary consumer
Producer
Secondary consumer
Source of energy
Symbiosis
Tertiary consumer / Interactive Sites for Education
Use this site for interactive/visual examples of food chains and habitats.
Scholastic Study Jams (videos) can be used to introduce or review material. Search for topics under “ecosystems”
Vital Lab
What are ecological systems, and what types of organisms live in these environments? This interactive activity adapted from the University of Alberta identifies the ...
PBS Learning Media
Through the process of photosynthesis, plants harness the sun's energy and in so doing make many forms of life—including human life—possible ...
Dissect a frog online and learn how to locate the different organs.
Science activities for fifth graders.
Directions and hints for building a bottle ecocolumn to demonstrate how ecosystems interact with each other.
Good explanation of food chains and food webs.
Science Pacing Guide